Science-based learning and teaching
Автор: Brauweiler Hans-Christian
Журнал: Вестник экономики, управления и права @vestnik-urep
Рубрика: Образование
Статья в выпуске: 3 т.16, 2023 года.
Бесплатный доступ
The purpose of this article is to present an innovative way to integrate academicteaching, self-study of students and their writing of scientific papers. Young people in universitiesshould study and study differently than in schools. They also need to master and put into practicesuch extracurricular competencies as critical thinking, the ability to conduct a discussion andparticipate in public speaking. Fundamental knowledge should be taught in classical lectures,more specialized knowledge can and should be taught in the framework of so-called researchtraining. Research training is a specific approach that allows students to conduct research thatcontributes to the deepening of their knowledge on a particular topic.
Education, innovative education, independent learning, exploratory learning, fundamental knowledge
Короткий адрес: https://sciup.org/142238858
IDR: 142238858
Список литературы Science-based learning and teaching
- Yerimpasheva, A., Brauweiler, H.C. Moving to blended learning in the post-pandemic era // Economic University Wroclaw, Proceedings of the International Conference „The Impact of COVID-19 on Accounting Research, Practice and Education", 2021. P. 104 - 120.
- Sitnikova, E.S., Bordiyanu, I.V., Brauweiler, H.C. Influence ofhuman capital on the competitiveness of the economic system // Bulletin ofthe Karaganda University, Exonomy Series. 2020. No. 2 (98). p. 99 106.DOI: 10.31489/2020Ec2/99-106.
- Brauweiler, H.C., Zhakshylykov, Z. Analysis of Current Kyrgyz Higher Education Based on Lean Principles // Digitalization and Industry 4.0: Economic and Societal Development. Springer Gabler, Wiesbaden. 2020. Pp. 373-380. D0I:10.1007/978-3-658-27110-7_26.
- Brauweiler, H.C., Noack, S. Usability of Micro-Learning Units for Computer Science Courses in Higher Education Research into Functionality, in: Conference Proceedings of the International Virtual Congress on Academic Relationship. Kazakh-American Free University Academic Journal, UstKamenogorsk, KAFU 2020.
- Klenner, M., Grimm, F., Brauweiler, H.C. Flipped Classroom Educational Methods in International Distant Learning Projects // International Conference on Education, Dep. of Education, Shyama Prasad Mukherji College, Delhi University, 2017a (Nov. 8 10).
- Beyerlin, S., Klink , K., Diez, A. ForschungsorientierteLehre: Konzept und Umsetzungsstrategien auf institutioneller und praktischerEbene am Beispiel des KarlsruherInstitutsferTechnologie (KIT). In: Berendt, B.; Fleischmann, A.; Wildt, J.; Schaper, N.; Szczyrba, B. (Hrsg.) // Neues Handbuch Hochschullehre. Lehren und Lerneneffizient gestalten. Berlin. 2014. A 3.13, P. 41 - 61.
- Healey, M., Jenkins, A. Research-led or Research-Based Undergraduate Curricula. In: Hunt, L; Chalmers, D. (Eds.). University teaching in focus. A learning-centred approach. London, New York, 2013. P. 128 - 144.
- Brauweiler, H.C., et al.: Geflippt! VierErprobteSzenarienzurAnwendung der Flipped Classroom Methode in der Hochschullehre, Tagungsbeitrag, AK EL der HS Zittau-G^litz, 2016 (in Jbrgen Kawalek, Klaus Hering, Enrico Schuster (Hrsg.), in: Tagungsband 14. Workshop on e-Learning (WeL'16) Gro^s^nau: Druckerei Gunter Dbnnbier ISBN: 978-3-941521-25-4 P. 135-150.
- Klenner, M., Grimm, F., Brauweiler, H.C. VorbereitungauslgndischerStudierenderfereinStudium in DeutschlandimRahmeneines Flipped Classroom Kurses // UniversitgtG^tingen (Hrsg.): Internationalisierung der Curricula an Hochschulen, Konferenzbeitrgge, wbv W. Bertelsmann Verlag,2017b.
- Huber, L. Forschendes Lernen: 10 ThesenzumVe^ltnis von Forschung und Lehreaus der Perspektive des Studiums. In: die Hochschule, 2/2004, Р. 29-49.
- Euler, D. ForschendesLernen. In: Spoun S., Wunderlich W. (Hrsg.) //StudienzielPe^nlichkeit. Beiti^gezumBildungsauftrag der Universit^heute. Frankfurt a.M., 2005. Р. 253-272.
- Huber, L., Hellmer, J., Schneider, F. (Hrsg.).WarumForschendesLernenn^ig und mцglichist/ /ForschendesLernenimStudium. AktuelleKonzepte und Erfahrungen. 2. Auflage. Bielefeld, 2013. Р. 9-35.
- Huber, L. ForschendesLernen. Begriff, Begrbndungen und Herausforderungen. 2014.URL: https:/ /dbs-lin.rub.de/lehreladen/forschendes-lernen/begril^-begruendungen-und-herausforderungen/.
- Wildt, J. ForschendesLernen: Lernenim „Format" derForschung //Journal Hochschuldidaktik, 2009. Vol. 20, no. 2. P. 4-7.URL:https://eldorado.tu-dortmund.de/bitstream/2003/26936/1/ 2009_2_Wildt.pdf
- Kellogg, R. T. Training Writing Skills: A Cognitive Developmental Perspective // Journal of Writing Research I. 2008. No. 1. P. 1-26.
- Foster, D. Making the Transition to University: Student Writers in Germany // Writing and Learning in Cross-National Perspective - Transitions from Secondary to Higher Education. Urbana, Ill: National Council of Teachers of English, 2002, P. 192-241.
- Healey, M. Linking Research and Teaching: Exploring Disciplinary Spaces and the Role of Inquiry-based Learning // Reshaping the University: New Relationships between Research, Scholarship and Teaching. McGraw Hill: Open University Press, 2005. P. 67-78.
- Lambert, C. Pedagogies of Participation in Higher Education: A Case for Research-based Learning // Pedagogy, Culture & Society. 2009.Vol. 17, no. 3. P. 295-309.
- Kinkead, J. What's in a Name? A Brief History on Undergraduate Research // CUR on the Web.2012. Vol. 33, no. 1. P. 20-29.
- Reinmann, G. Heterogenic und Forschendes Lernen: Hochschuldidaktische M^lichkeiten und Grenzen // Gestaltungsraum Hochschullehre. Potenzialenicht-traditionell Studierendernutzen. Babara Budrich, 2015. P. 121-137.DOI: 10.25656/01:11438.
Статья научная
